Group items tagged The Atlantic - MVIFI Mount Vernon Institute for Innovation

shared by Jim Tiffin Jr on 12 Feb 19 - No Cached

shared by Bo Adams on 18 Aug 16 - No Cached

Play lets the young learn by randomly and variably trying out a range of actions and ideas, and then working out the consequences.
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The positive consequence is that animals who play are better at generating new possibilities.
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they were more likely to imagine other ways the world might be.
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The gift of play is the way it teaches us how to deal with the unexpected.
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The irony is that over the long term, both children’s and adults’ play does lead to practical benefits. But it does this precisely because the people who play, whether they are children or adults, aren’t aiming at those practical benefits. The fundamental paradox of play is that in order to be able to reach a variety of new goals in the long run, you have to actively turn away from goal seeking in the short run.
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If it had no other rationale, the sheer pleasure of play would be justification enough.
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shared by Bo Adams on 22 Jan 17 - No Cached

With so many different learning styles and students at different places in their learning within a grade and within subjects, students and schools will benefit greatly from co-teaching models.
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Individual teachers will not be responsible for individual students as much as the team of teachers will be responsible for the learning outcomes of each student they touch within the school day.
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The notion of “teacher” will change significantly in the future. The growing number of formal and informal learning options is causing an unbundling of the teacher role.
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In the future, we will see teachers choose among a variety of options, including:Content experts who focus on developing curriculum Small-group leaders who provide direct instruction Project designers to supplement online learning with hands-on application  Mentors who provide wisdom, social capital, and guidance Evaluators to whom other educators can give the responsibility of grading assignments and, in some cases, designing assessments Data experts
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shared by T.J. Edwards on 28 Oct 15 - No Cached

Bullock and his kitchen-table colleagues wanted to build a program that was loose enough to encourage each student to work in their own way to best suit their own learning. This means that students have great liberty to choose the classes they want, even to show up at class or not, to find a groove of learning they’re comfortable with, and to have their success be measured in terms of proficiency or mastery for the content and skills.
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weekly podcasts
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not attending class can have consequences.
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There are also safety nets built into the system, including January and June terms, which offer a chance to make up uncompleted work, but also offer the opportunity to pursue some of the many electives the school offers. These range from wilderness preparedness and “remote first aid,” to the science of breadmaking.
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Teachers at RPA have a tremendous amount of flexibility to design their courses. For example, an ex-policeman teaches history through the lens of his passion, which is the evolution of mobs and gangs in the U.S.; his class is called “mobology.”
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I commented that this kind of teaching sounded like it involved more individual attention than could be done in traditional public schools. He replied, with a small chuckle, if it would be possible to say it took about 10,000 percent more individual attention.
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